Download Paper 1 Task 2

Introduction to Paper 1 Tasks One and Two
Tasks One and Two test your understanding of key ELT terminology, focusing on a broad
spectrum of the syllabus: knowledge of language systems and skills; methodology and
approaches and assessment.
Whilst knowledge of terminology may not be a valid aim in itself, ELT terminology is a key
part of our professional language and increased familiarity with it will give you access to a
wide range of ELT literature for teachers.
Preparation for these exam tasks is not a matter of learning long lists of terminology and
definitions. Rather, as you read and research different areas of the syllabus, you will find
you gradually pick up the various terms, until they are all very familiar and you can use
them comfortably, without any particular effort. In addition, it is anticipated that preparing
for this part of the examination will mean candidates need to understand the ELT-related
concepts they are introduced to. This is the positive effect of Tasks One and Two.
As well as providing a specific focus on exam techniques, training for these tasks will give
you the opportunity to review and deepen your understanding of many areas of the
syllabus.
Paper 1 Task One
For this task you are given six definitions of ELT-related terms. You need to supply the
correct term. This is a very short answer, just a word or so, not at clause or sentence level.
Avoid hedging your bets by offering two different answers for any definition as you will not
be awarded any marks for the question.
You only have five minutes to do this task and it is important to note that timings for each
task give an indication of the number of marks available. This can be viewed as a quick
warm-up task for the exam, and essentially you either know the term or not, so while it
may be an easy way to gain a few marks, if you cannot get a particular term quickly, it is
important to leave it and move on. It will continue working away at the back of your mind
as you work on the rest of the paper, and you may well find it comes to you suddenly,
perhaps prompted by something elsewhere in the paper. Then you can quickly go back to
fill in the missing term.
Paper 1 Task Two
In this task you are given six terms. You need to choose four of them and supply a
definition and an appropriate example. You have slightly longer for this task, 15 minutes, a
clear indication that there are more marks available for it. You need to ensure your
definition is as comprehensive as possible and remember to give an example – just one is
sufficient.
As you can choose which four of the terms to supply, as you read through the list for the
first time, you should tick the ones you understand. In this way you know how many you
really have to choose from. You are likely to find some definitions easier to word than
others. If you are struggling with one definition, it is helpful to know if you have another
option you can choose instead and move on, or if you need to keep working away at that
definition because you have used up all your possible options.
Paper One, Task One
You may find it helpful to identify the topic area first.
Example: An approach to language teaching where learners experience language e.g.
they are given examples of a language item in use, and they have to work out for
themselves a rule for its use. The rules themselves can be explicitly stated by learners or
left unstated.
The topic area here is ‘an approach’
Answer: inductive approach or inductive learning
Now try this practice task. First identify the topic area, then decide what terminology it
defines:
Provide the term for each definition. Please provide only one answer per question.
a. A question designed to check and guide learners’ understanding of a new language
item by isolating its core meanings e.g. for ‘She used to smoke’: Does she smoke now?
Did she in the past? Did she do it once or regularly?
b. The process by which a sequence of words is fine tuned in order to reduce ambiguity
and create a more complex message than just words can express e.g. She work project
3 month
She’ll be working on the project for 3 months.
c. A communicative syllabus which is organised according to general meaning categories
which are universal concepts e.g. habits, location, frequency, quantity.
d. The theory that there is an period (e.g. age 2 until puberty) during which language can
be acquired rapidly and perfectly, after this it is no longer possible to achieve the same
level
e. The person or thing that is affected by the action of a transitive verb in a sentence or
clause e.g. You heard me
f. The ways in the relationship between a verb and the noun phrases associated with it can
be changed without changing the basic meaning of the sentence. The active and passive
make up the system e.g. Her chauffeur took her to the airport / She was taken to the
airport by her chauffeur
Answers:
a. Concept (question)
b. Grammaring / grammaticisation
c. Notional (syllabus) / notional – functional (syllabus)
d. Critical age (hypothesis)
e. Object
f. Voice
Paper One, Task Two
1) Improving Definitions
Look at the following examples of definitions. For each one decide what key element is
missing.
1. Question Tag = A kind of yes/no question e.g. You hated it, didn’t you?
2. Subject = The agent in a sentence or clause that causes the event expressed by the
verb. In passive
sentences it is the thing or person affected by the action.
3. Phrasal Verb = A construction which is a combination of a verb and a particle e.g. cut off
2) Writing a definition
Now have a go at writing your own definitions from scratch. Provide a definition and an
appropriate brief example for the terms below.
a. Proper noun
b. Total Physical Response
c. Style
d. Relative clause
Suggested answers:
1. Question Tag
Here you need to include some information about the structure: It is added to a statement
and consists of a subject pronoun and an auxiliary verb or form of the verb to be
A kind of yes/no question that is added to a statement and consists of a subject pronoun
and an auxiliary verb or form of the verb to be e.g. You hated it, didn’t you?
2. Subject
The definition here is full but it is important to remember to include an example, otherwise
you are throwing marks away.
The agent in a sentence or clause that causes the event expressed by the verb. In
passive sentences it is the thing or person affected by the action e.g. He gave her the money
back
3. Phrasal Verb
You need to give more information about the form: there can be one or two particles and
they could be an adverb or preposition or both
A construction which is a combination of a verb and one or two particles. The particle can
be an adverb or preposition or both e.g. cut off
Writing a definition
NB below more than one example is given to give you a clearer idea of what is acceptable.
However, in the exam you only need to give one example for each definition.
a. Proper noun: These nouns refer to a person or thing which is unique. They all have
capital letters and are typically personal or geographical names e.g. New York, Maria
b. b .Total Physical Response: A language teaching method where language items are
presented as orders, commands and instructions, requiring the learners to carry them
out e.g. open the door, stand up
Potential extra marks for also mentioning:
Gives strong emphasis to comprehension
Learners not required to speak until they are ready to
c. Style: Variation in speech or writing, usually in a range from casual to formal, depending
on the situation, the person addressed etc e.g. Good morning / Hi
d. Relative clause: A clause which is attached to noun phrase, which it modifies by giving
extra information. It is often introduced by a pronoun such as who, which, that etc. E.g.
The restaurant that we ate in last week has closed down; Jules, who had left before all
the others, still had not arrived.
Paper 1 Task 1
A
Provide the term for each definition. Please provide only one answer per question.
a. A question designed to check and guide learners’ understanding of a new language item by
isolating its core meanings e.g. for ‘She used to smoke’: Does she smoke now? Did she in the
past? Did she do it once or regularly?
b. The process by which a sequence of words is fine tuned in order to reduce ambiguity
and create a more complex message than just words can express e.g. She work project
3 month
She’ll be working on the project for 3 months.
c. A communicative syllabus which is organised according to general meaning categories
which are universal concepts e.g. habits, location, frequency, quantity.
d. The theory that there is an period (e.g. age 2 until puberty) during which language can
be acquired rapidly and perfectly, after this it is no longer possible to achieve the same
level
e. The person or thing that is affected by the action of a transitive verb in a sentence or
clause e.g. You heard me
f. The ways in the relationship between a verb and the noun phrases associated with it can
be changed without changing the basic meaning of the sentence. The active and passive
make up the system e.g. Her chauffeur took her to the airport / She was taken to the
airport by her chauffeur
Paper 1 Task 2
Provide a definition and an appropriate brief example for the four terms below:
a. Proper noun
b. Total Physical Response
c. Style
d. Relative clause
Answers:
a. Concept (question)
b. Grammaring / grammaticisation
c. Notional (syllabus) / notional – functional (syllabus)
d. Critical age (hypothesis)
e. Object
f. Voice
a. Proper noun: These nouns refer to a person or thing which is unique. They all have capital letters and are typically personal or
geographical names e.g. New York, Maria
b .Total Physical Response: A language teaching method where language items are presented as orders, commands and instructions,
requiring the learners to carry them out e.g. open the door, stand up. It gives strong emphasis to comprehension and learners are not
required to speak until they are ready to
c. Style: Variation in speech or writing, usually in a range from casual to formal, depending on the situation, the person addressed etc
e.g. Good morning / Hi
d. Relative clause: A clause which is attached to noun phrase, which it modifies by giving extra information. It is often introduced by a
pronoun such as who, which, that etc. E.g. The restaurant that we ate in last week has closed down; Jules, who had left before all the
others, still had not arrived.
Paper 1 Task 1
B
Provide the term for each definition. Please provide only one answer per question.
a) The use of grammar and lexis to ensure spoken or written text is connected e.g. through
synonymy, substitution, reference, linkers.
b) The use of prior knowledge, expectations and context to understand spoken or written text.
c) An approach to developing students’ writing skills that emphasises the organic nature of writing
as a sequence of brainstorming, planning, drafting and reviewing activities.
d) The ability to produce and maintain speech in real time, without undue pauses and including
long runs.
e) The ways in which errors or misunderstandings are corrected by speakers or others during
conversation.
f)
A test given during a course in order to monitor learning of areas taught.
Paper 1 Task 2
Provide a definition and an appropriate brief example for the four terms below:
A. Ellipsis
B. Elision
C. Diphthong
D. Skimming
E. Adjacency pair
F. Transfer errors
Answers:
a)
b)
c)
d)
e)
f)
Cohesion
Top-down processing
Process writing
Fluency
Repair
Progress test
A.
Leaving out words or phrases from sentences because they are unnecessary or can be worked out from context. Particularly
common in spoken language e.g. Got any change? (ellipsis of ‘Have you’)
Omission of a sound or sounds in speech, often because it follows another similar sound e.g. I talked to him
A combination of two vowels (or a vowel + glide) in a single syllable e.g. eye / /
Rapidly reading a text in order to get the main ideas or gist e.g. a film review to see if it is positive
A sequence of consecutive utterances by two different speakers where the second is a response to the first e.g. complaint –
denial (or apology)
Errors that result from the influence of the learners’ first language e.g. library instead of bookshop
B.
C.
D.
E.
F.